ArticlePDF Available

Service Learning: Who Benefits and Why

Authors:
... Service-learning pedagogy integrates teaching into community services to enrich students' learning experience using guided instruction and reflection throughout the process (Gaster, 2011). Such pedagogy can bring benefits to all participants, including students and community partners (Stukas et al., 1999). For students, service-learning provides an opportunity to apply acquired knowledge in healthcare provision. ...
... Based on service experience, students can conduct personal reflection on their performance according to the intended learning outcomes, as well as consolidating knowledge and developing soft skills to undertake personal and professional development. Additionally, service experience connects students to the communities they serve, increasing students' understanding of community needs and fostering their civic responsibility (Stukas et al., 1999). Community partners can benefit by having students provide extra assistance in piloting and delivering meaningful services that their current staff do not have time to undertake (Stukas et al., 1999). ...
... Additionally, service experience connects students to the communities they serve, increasing students' understanding of community needs and fostering their civic responsibility (Stukas et al., 1999). Community partners can benefit by having students provide extra assistance in piloting and delivering meaningful services that their current staff do not have time to undertake (Stukas et al., 1999). Based on these purported benefits, our project team was inspired that incorporation of the service-learning model to existing smoking cessation providers could be a feasible solution to create a new learning opportunity for students to build up their knowledge and counseling skills in smoking cessation. ...
Article
Background Smoking is an important modifiable risk factor of morbidities and mortality. Although healthcare professionals play an important role in smoking cessation, their adoption of such practices is relatively low because of inadequate training. To address this issue, we incorporated a service-learning model to operate the Youth Quitline. Undergraduate nursing students were trained and received supervision while delivering smoking cessation counseling through the Youth Quitline as their clinical placement. Objectives We evaluated the effectiveness of the placement by assessing students' knowledge, attitudes and practices regarding smoking cessation and tobacco control. Design One-group pretest-posttest design. Setting Youth Quitline. Participants A total of 61 third-year students in a mental health nursing program. Methods Students were required to complete 80 h at the Youth Quitline. The 80 h were divided into 20 sessions; students used four sessions to approach and recruit youth smokers in the community, then provided them with telephone counseling for the rest of the time. Prior to the placement, students attended a 2-day workshop. The outcomes were changes in students' knowledge, attitudes and practices regarding smoking cessation and tobacco control 3 months after the placement compared with baseline. Results From January–June 2021, students conducted 105 outreach activities to identify 3142 smokers in the community, and provided telephone counseling for 336 smokers via Youth Quitline. Compared with baseline, significant improvements were observed in students' knowledge, attitudes and practices regarding smoking cessation and tobacco control at 3-month follow-up. Conclusions The clinical placement improved students' knowledge, attitudes and practices regarding smoking cessation and tobacco control, enhancing their competency in providing support to assist smokers to quit in their future practice. Incorporating the service-learning model in existing community-based services can provide additional venues for nursing students to practice. This is particularly important because many venues have restricted access during the COVID-19 pandemic.
... Various forms of community engagement, service-learning in particular, have been shown to have immense benefits for students (Astin et al., 2000), including an increase in undergraduate student retention (Bringle et al., 2010;Gallini & Moely, 2003), skill-building via personal and professional development (Stukas et al., 1999), enhancing academic performance (Matthews & Zimmerman, 1999), and fostering developments to an individual's civic identity (Hatcher, 2011;Steinberg et al., 2011). Therefore, many of the items that motivate alumni to give (i.e., a strong personal connection to their alma mater) can be cultivated through community engagement activities while individuals are enrolled as students. ...
Article
Institutions of higher education have a longstanding history of giving back to communities, locally and globally. Various forms of community engagement (e.g., service-learning, experiential learning, community-engaged research) have positively impacted student learning and their connections to their institution. Launched in 2009, the Carnegie Foundation’s Elective Classification for Community Engagement serves as a commitment to and indication of institutionalized community engagement. Engaged institutions of higher education may pursue the Carnegie Foundation’s Classification to demonstrate their commitment to community engagement. Institutions must meet various standards for engagement, including institutional buyin, assessment, faculty and staff support, and other measurable metrics. Utilizing the classification as a proxy for effective community engagement, this study explores the fundraising performance of classified and unclassified institutions to measure if institutionalized community engagement is a potential predictor for stronger fundraising performance. Utilizing a quantitative approach, the fundraising performance of public universities, both classified and unclassified, was examined over three years (2017–2019) to test whether engaged institutions have better fundraising performance compared to those not classified. Overall, the Community Engagement Classification had a statistically significant impact on an institution’s fundraising in individual, foundation, corporate, and alumni giving—indicating that a commitment from the institution to give back to the community may increase the likelihood of receiving philanthropic investments in return.
... Just as community engagement opportunities can help develop the whole student, as described by Stukas et al, 17 the This Is How We "Role" program helped role models monitor, gain control of, and cope with their academic stress by helping them feel connected to the community, giving them opportunities to reflect on their journey, and enabling them to commit to something good beyond their studies. "Going somewhere that is not [the classroom] reminds [us] that there is a whole rest of the world out there and don't get too wrapped up in vet school and forget about everything else that has meaning and value." ...
... Various forms of community engagement, service-learning in particular, have been shown to have immense benefits for students (Astin et al., 2000), including an increase in undergraduate student retention (Bringle et al., 2010;Gallini & Moely, 2003), skill-building via personal and professional development (Stukas et al., 1999), enhancing academic performance (Matthews & Zimmerman, 1999), and fostering developments to an individual's civic identity (Hatcher, 2011;Steinberg et al., 2011). Therefore, many of the items that motivate alumni to give (i.e., a strong personal connection to their alma mater) can be cultivated through community engagement activities while individuals are enrolled as students. ...
Preprint
Institutions of higher education have a longstanding history of giving back to communities, both locally and globally. Various forms of community engagement (e.g., service-learning, experiential learning, community-engaged research) have positively impacted student learning and their connections to their institution. Launched in 2009, The Carnegie Foundation’s Elective Classification for Community Engagement serves as a commitment to and indication of institutionalized community engagement. Engaged institutions of higher education may pursue the Carnegie Foundation’s Elective Community Engagement Classification to demonstrate their commitment to community engagement. Institutions must meet various standards for engagement, including institutional buy-in, assessment, faculty and staff support, and other measurable metrics. Utilizing the Carnegie classification as a proxy for effective community engagement, this study explores the fundraising performance of classified and unclassified institutions to measure if institutionalized community engagement is a potential predictor for stronger fundraising performance. Utilizing a quantitative approach, the fundraising performance of public universities, both classified and unclassified, was examined over three years (2017-2019) to test whether engaged institutions have better fundraising performance than those that are not classified. Overall, the Carnegie Elective Classification for Community Engagement had a statically significant impact on an institution’s fundraising in individual, foundation, corporate, and alumni giving—indicating that a commitment from the institution to give back to the community may increase the likelihood of receiving philanthropic investments in return.
Article
Full-text available
El aprendizaje-servicio se considera como una metodología activa participativa cuyo objetivo es enriquecer el aprendizaje junto con la comunidad, promoviendo los valores cívicos, participación y responsabilidad ciudadana. El presente artículo tiene como propósito analizar las percepciones que emergen respecto al aprendizaje-servicio en 19 estudiantes pertenecientes a las carreras de Educación Parvularia y Pedagogía en Educación Básica de una universidad ubicada al norte de Chile. El campo de acción del proyecto ejecutado se sitúa en el trabajo con niños institucionalizados en una de las residencias del ex Servicio Nacional de Menores (SENAME, CHILE) durante 6 meses y en el marco de la práctica docente. Se realiza un estudio exploratorio y se suministra un cuestionario de autoinforme. Respecto a las competencias, capacidades y habilidades desarrolladas, se perciben con alto valor los comportamientos profesionales éticos que emergen de la experiencia. Paralelamente, los resultados destacan el alto valor que le otorgan las estudiantes a la formación de competencias de carácter cívico-social y los principios éticos de la profesión para la que se están preparando y que son atribuidos al compromiso social de la universidad.
Chapter
In this chapter, the authors discuss the outcomes of a program evaluation of a university-middle school service-learning partnership. The initial goal was to evaluate the extent to which three middle school teachers, our community partners, were satisfied with the volunteer experience their seventh grade students had with first-year university students. The evaluation came after a three-year partnership between undergraduates enrolled in a liberal studies course focused on citizenship and education and a team of middle school students and their teachers. Interviews revealed that this partnership enabled teachers to view their students through a different lens than they had prior to the partnership. Further, teachers suggested that the service-learning activities facilitated a deeper understanding of students' funds-of-knowledge and talents. This research supports the possibility that there are valuable unintended outcomes of service-learning partnerships between universities and public schools.
Article
Full-text available
Australian Journal on Volunteering, 9(1), pp.41-54, 2004
Article
This study develops and applies a service learning course that integrates university curriculum with the local community in housing and interior design. The results of the study are as follows. First, the service learning course of the housing and interior design was developed as a six-week lecture based on the project model with the theme of housing for the socially disadvantaged. Second, this course was implemented with faculty, students, interior designers, and service recipients to engage in activities to improve the educational environment of local child centers. Next, students engaged in the service learning course and continuously conducted reflection activities to enhance the effectiveness of learning. In reflection activities, students assessed that self-directed capabilities increased as has employing the coordination and applicability to meet identified community needs. Finally, faculty, students, and experts (including institutional experts and supervising departments) evaluated course practice and educational outcomes. Experts assessed that the course clarified course objectives, utilized various learning strategies, and showed that the structural reflection mode of learners and professors was overwhelmingly positive. The results indicated that service-learning courses enable students to integrate academic study with social work to better understand course content through direct engagements in experience learning. Furthermore, students are empowered by participation in public services that benefit service clients and consultants as students take more personal responsibility for learning.
Chapter
Los cambios de hábitos y de comportamientos sociales originados en la actual sociedad digital han reavivado el debate sobre el declive del compromiso cívico en las sociedades contemporáneas. Es cierto que las tecnologías digitales han favorecido una flexibilidad cada vez mayor en las relaciones entre individuos y grupos, pero también están dando pie al desarrollo de lo que algunos autores denominan un “individualismo interconectado” (Wellman et al., 2003). Así, en paralelo a las relaciones tradicionales de pertenencia, proliferan las relaciones reticulares transitorias, caracterizadas por una menor rigidez y un mayor dinamismo (Bauman, 2005; Pisani y Piotet, 2009). Aunque en gran medida depende de la actitud de cada persona, cabe constatar que las interacciones digitales no tienden a promover un compromiso fuerte por parte de la persona, sino una comunicación más bien efímera o cambiante. Desde el Grupo de Investigación en Educación, Ciudadanía y Carácter (GIECC) de la Universidad de Navarra abordamos esta y otras cuestiones cívicas. Hace ya dos décadas que investigamos en el ámbito de la educación para la ciudadanía. Nos interesa especialmente lo relativo al fomento de la responsabilidad social, la participación ciudadana y el sentido de pertenencia comunitaria. Actualmente, junto con otras universidades españolas y extranjeras, investigamos sobre la validez pedagógica de la metodología del aprendizaje-servicio y sus beneficios en el rendimiento académico, la inserción profesional y el impulso de capacidades cívico-sociales en el alumnado universitario. Desde el año 2000 estamos trabajando en profundidad para difundir la metodología del aprendizaje servicio (ApS) en nuestra comunidad universitaria. Entre los pasos dados para su implementación destacamos la concesión de un sello de ApS a aquellas asignaturas que, cumpliendo unos estándares de calidad, lo incluyen. Los resultados de nuestra investigación se refieren a ámbitos como: 1. El aprendizaje real del alumnado participante. Los alumnos manifestarán no sólo haber aprendido contenidos tratados en la asignatura, sino también haber puesto en práctica capacidades, habilidades y actitudes sociales y cívicas. 2. Su incidencia en la empleabilidad de los estudiantes. Para los empleadores consultados, participar en actividades de ApS en la universidad, incide positivamente en el desarrollo de algunas de las competencias profesionales, sociales y cívicas más demandadas para la empleabilidad. En el momento actual consideramos que uno de los mayores desafíos es establecer una adecuada relación de colaboración y entendimiento con las instancias sociales, que consolide una voluntad de acción social conjunta. Así, nuestro interés es analizar las implicaciones que se derivan de la implementación de algunas iniciativas metodológicas en la educación superior. En concreto, queremos fijar nuestra atención en los efectos que tiene el aprendizaje servicio. Promover la responsabilidad cívica a través del Aprendizaje-Servicio sobre una serie de variables vinculadas con los niveles de desempeño académico. El abordaje del tema se ha beneficiado del proyecto de I+D+i “Aprendizaje-Servicio e innovación en la universidad. Un programa para la mejora del rendimiento académico y el capital social de los estudiantes” (EDU2013-41687-R), financiado por el Ministerio de Economía y Competitividad (actual Ministerio de Ciencia, Innovación y Universidades), en el que hemos estado implicadas varias universidades españolas. La innovación implica ir introduciendo prácticas que supongan una mejora de la calidad de lo que se está haciendo en las Universidades. A nuestro entender se precisan prácticas pedagógicas fundamentadas en el ámbito teórico, con recorrido para llevar a cabo la acción ética. Conviene que el profesorado busque nuevas formas de orientar sus materias para que, además de aprender contenidos específicos, los estudiantes puedan desarrollar valores cívico-sociales e incorporar aprendizaje competencial (Naval y Arbués, 2017 a y b).
Chapter
Miranda Yates and James Youniss have brought together an international collection of essays that describe the state of community participation among the world's youth. Authors from around the globe use empirical data to present portraits of youth constructing their civic identities through such means as community service. Youth seek to resolve ideological tensions, such as in Northern Ireland and Palestine; to overcome corrupting political practices, such as in Italy and Taiwan; to deal with disillusionment, such as in Palestine and the emerging Eastern European nations; and to bridge barriers against youth's meaningful participation in the working of society, such as in Canada and Japan. Special conditions, such as the diminution of the welfare state, for instance, in former West Germany, and the rapid turn towards democracy in former East Germany offer insight into the process through which youth try to establish meaningful person-state relationships.
Article
Throughout the nation, schools are called upon to contribute to the formation of their students' character, especially in regard to civic virtue. This article reviews the literature on school-based community service programs. Then, based on the findings of an on-going national survey, it examines community service in urban Catholic elementary schools. Next, it describes the broad dimensions of community involvement and outlines community service programs in a representative school. Lastly, it concludes that a group of urban Catholic elementary schools, through their particular religious emphasis on public community, offer an important model for all elementary schools, private and public.
Article
Tests the effectiveness of a teacher education course designed to reduce teacher biases, increase their commitment to social justice, and entice them towards collaboration with community members. Results show a positive increase in all areas of focus except social activism. (GR)
Article
The study examines the effects of cross age tutoring in school on the tutors’ empathy, altruism, and self-esteem. The sample consists of 73 high school freshmen, who participated in a year-long program of tutor-training, and a comparison group of 98 other freshmen. Controlling the effects of initial attribute scores, students’ sex, and socioeconomic status, it was found that program participation significantly increased the tutors’ empathy, altruism, and self-esteem. The findings, interpreted according to role-taking theory, suggest that school programs of cross-age tutoring may have some psychological benefits in addition to their already established influence on students’ academic achievements. Since no interactions were found between the effects of program participation and students’ social background on the increases in attribute scores, such programs may perhaps be used for the integration of students from different social-cultural backgrounds.